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Fantastic Forms

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Students will recognize the physical shape of the USA and their home state.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters


Students will recognize the physical shape of the USA and their home state.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies


  • Kindergarten
  • First grade

Class Time

Sessions: One
Session Length: 20-30 minutes
Total Length: 0-45 minutes


  • Whole group

Terms and Concepts

  • United States of America
  • Department of the Treasury
  • The United States Mint


  • 1 map of the USA (page 30), enlarged
  • “Fantastic Forms” worksheet (page 5), one per student
  • Background of program (page 4), one per student
  • Crayons (red and blue)
  • Chart paper
  • Marker


  • Hang chart paper.
  • Review “My Day at School” letter to parents (page 4).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at

  1. Focus on the objective by asking: “Who can name the state that we live in?”
  2. Display the enlarged map of the USA and have a child identify the state.
  3. Trace around the outline of the state with a red crayon.
  4. Trace around the entire outline of the United States with a blue crayon. Ask if anyone is able to identify what you just traced.
  5. Ask students what they know about the United States of America. List on chart paper.
  6. Introduce the 50 State Quarters™ Program (For information, refer to “My Day at School” letter to parents, page 4). Tell the class that they will belearning about each new quarter and using them in various activities throughout the year.
  7. Distribute the “Fantastic Forms” worksheet (page 5). Have each child trace their state and the outline of the USA. Students can write in the name of their state.
  8. Have students take home a copy of the “My Day at School” letter (page 4) explaining the 50 State QuartersTM Program. Students should also show their families their completed “Fantastic Forms” worksheets.


In small groups, students can work with their teacher to identify all 10 states for which special quarters will have been released by the end of 2000. Students can color these states on their map and print each state’s name.

Use the worksheet and class participation to assess whether the students have met the lesson objectives.

This lesson plan is not associated with any Common Core Standards.

Discipline: Social Studies
Domain: All Disciplinary Standards
Cluster: Geography
Grade(s): Grades K–12

Teachers should:

  • guide learners in the use of maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective
  • enable learners to use mental maps to organize information about people, places, and environments in a spatial context
  • assist learners to analyze the spatial information about people, places, and environments on Earth’s surface
  • help learners to understand the physical and human characteristics of places
  • assist learners in developing the concept of regions as a means to interpret Earth’s complexity
  • enable learners to understand how culture and experience influence people’s perceptions of places and regions
  • provide learners opportunities to understand and analyze the physical processes that shape Earth’s surface
  • challenge learners to consider the characteristics and spatial distribution of ecosystems on Earth’s surface
  • guide learners in exploring the characteristics, distribution, and migration of human populations on Earth’s surface
  • help learners to understand and analyze the characteristics, distribution, and complexity of Earth’s cultural mosaics
  • have learners explore the patterns and networks of economic interdependence on Earth’s surface
  • enable learners to describe the processes, patterns, and functions of human settlement
  • challenge learners to examine how the forces of cooperation and conflict among people influence the division and control of Earth’s surface; help learners see how human actions modify the physical environment
  • enable learners to analyze how physical systems affect human systems
  • challenge learners to examine the changes that occur in the meaning, use, distribution, and importance of resources
  • help learners to apply geography to interpret the past and present and to plan for the future
  • enhance learners’ abilities to ask questions and to acquire, organize, and analyze geographic information so they can answer geographic questions as they engage in the study of substantive geographic content